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Developing teaching assistants' skills in positive behaviour management: an application of Video Interaction Guidance in a secondary school
Ist Teil von
Educational psychology in practice, 2011-09, Vol.27 (3), p.255-269
Ort / Verlag
Harlow: Routledge
Erscheinungsjahr
2011
Link zum Volltext
Quelle
EBSCOhost Psychology and Behavioral Sciences Collection
Beschreibungen/Notizen
This paper reports an action research project in a school in the UK designed to investigate the impact of a brief Video Interaction Guidance (VIG) intervention in promoting skills of non-teaching staff in positive behaviour management. A summary of the literature in relation to VIG is provided before describing the project and data collected. Ten teaching assistants (TAs) from a secondary school took part in an intervention using VIG. The impact on TA skills and confidence was assessed using participant ratings of the specific target outcomes of the intervention using the Target Monitoring and Evaluation (TME) system. Participants' experiences of the intervention were explored during a focus group discussion after the intervention had taken place. TME data suggested a positive impact on TA skills and confidence to support individual pupils, while thematic analysis of focus group data showed a number of themes relevant to the application of VIG in this context, including promotion of effective staff development.